The Case Work Involved The Study Of Poor Learning Problems Of Left-behind Students In Junior High School

The learning disability is one of the most important problems affecting the great performance of the students and teaching quality of the school,so,how to eliminate the affections of the learning disability of the left-behind children in the middle schools becomes the one of the most tasks of the teachers and researchers.After a survey on the learning disabilities of the left-behind students in the middle schools in the YH Middle School in Ji'an City,I found that the left-behind students with the learning disabilities in the School have the following problems of the behavioral perspective and cognitive perspective.The behavioral perspective is mainly on the poor in-time performance of the homework and pre-learning jobs,while the cognitive perspective is the lazy learning attitude and weak thinking.With the deep investigation and family visiting I made,I found that the causes of the learning disabilities concentrate on:(1)Negative self-cognition of the students,(2)Poor family communication,(3)Unfair exchange in school,(4)Social polarization,and(5)Educational score-evaluating system.By analyzing the inducements of the learning disabilities of the left-behind students and combining my professional knowledge of the Social Work,I have done the practice intervention to the left-behind students with the learning disabilities.Through the strict investigation and selection,I have found a typical left-behind student with the learning disabilities,and the analyzed the behavior perspective and cognitive perspective of the student combining the human-oriented treatment model and the behavior-modifying model in the Case Work,and then made the practical activities with different methods,easy operations and strict targets.Before the practical activities,I have tested the student on the comprehensive and objective assessment which will be a pretest basis.Firstly,I have performed an activity of Social Practice for the student to change his wrong cognitive,Studying and Methods for the student to improving the learning quality and performance in school.Secondly,I have organized an activity of Talk Show of Real Yourself for the student to change his family knowledge which can guild him to touch the conversation meaning with family members,and Pride and Prejudice for the student to enhance the relation of the parents and children for build a sweet family.Finally,I have organized an activity of Ice Breaking From the Misunderstanding for the teacher and student to change the terrible teacher-student relation,and Great Participation for the students to improving the students' self-confidence in group activities.After the activities,I have done the objective assessment again on the behavior perspective and cognitive perspective of the student and found that the change is so great than that of the pretest data.The analysis of the pretest and post-test information shows that the effect of the practical intervention to the left-behind student in the School.The self-cognition,harmonious relationship and friendly teacher-student relation are sufficient,which can demonstrate the effectiveness of the practical intervention.However,I find that the improvement of the current behavior and cognition of the student is not so strong that the long-term mechanism should be established for the student and the evaluation of cognition and behavior must be sustainable.